About Me
I have a PhD in Molecular Biology from TWU. I am Clinical Professor in the division on Biology in School Of Sciences. I teach and Coordinate all lab sections of Principles of Biology-1 labs, Principles of Biology-II labs, Molecular cell Biology labs, Gene Expressions labs and Neuro Anatomy and Physiology labs. I sometimes also teach Human Biology.
What does open education resources (OER) mean to you?
It means removing the hurdles for our economically challenged students.
What led to your decision to transition to OER in your courses?
The price of textbooks keeps on rising. I was teaching Human Biology which is an online course for non-majors and I would often hear the challenges our non-traditional students faced in investing hundreds of dollars in a textbook they will probably use only once for a course not part of their major. I explored OER and found that I was able to deliver the same content free of cost. I chose the option to make education more affordable for students.
What was the transition process like?
Transition does take time and it was about 2 years and 4 semesters before I had scaffolder assignments to my satisfaction. Transition does not happen overnight. Even after adoption, you might have to make tweaks. Nevertheless, as we grow as instructors and learn better pedagogy we generally make changes in our delivery of content anyway.
I edited the book I adopted to ensure that only relevant content was provided to students. If you adopt an OER text as it is it will take less time.
OERs have come a long way from the time when I adopted OER. More instructor resources such as PowerPoints are now available. In addition, several low-cost platforms can provide student success tracking at a fraction of the price of traditional publishers.
What has been the student reaction to the switch to OER?
Students greatly appreciate OERs. There is always gratitude expressed in course student feedback. Multiple students have expressed that they were able to complete the course only because a free textbook was available because they cannot afford to buy a book.
It is very encouraging because by adopting OER not only faculty make information more accessible but also make course completion possible thus lowering the cost of education several folds.
What advice would you give to faculty who are interested in OER?
Just do it!
940-898-2390 | sahmed@twu.edu | Office: Ann Stuart Science Complex - 329
About Me
I teach and coordinate the Spanish program at TWU. I developed a type of OER for upper-division medical interpreting classes SPAN 3173 and SPAN 3273. I will also roll out another course with OERs in the coming year.
What led to your decision to transition to using open educational resources in your courses?
Cost and a lack of materials I deemed adequate to teach medical interpreting.
What was the transition process like?
It was difficult and required a tremendous amount of research before I could write the materials. Over time, I have made significant changes to the original documents I used 4 years ago. It is during the editing phase that I participated in the TWU Library's OER program.
What has been the student reaction to the switch to OER?
The OER was necessary to teach the classes. The student reaction has been very positive. They appreciate it is free and that the materials will train them and get them a job.
What advice would you give to faculty who are interested in OER?
OERs are manageable to implement if you are meticulous about the planning and research. I recommend waiting until you secure tenure because it is a big time commitment up front. I think they are especially helpful for two scenarios: a lower-division class that has a glut of expensive textbooks where the information does not differ or change much over 3-5 years or an upper-division class that is really innovative and there isn't a lot out there.
940-898-2316 | wbenner@twu.edu | Office: Classroom Faculty Office Building - 910
About Me
I have a Ph.D. in experimental psychology. I am a professor of psychology. I teach experimental psychology, statistics, forensic psychology, and evolutionary psychology.
What do open education resources mean to you?
It means free access to educational materials that are often as good or better than what students have typically paid hundreds of dollars for.
What led to your decision to transition to using open educational resources in your courses?
When I recognized that there are so many free books and other resources available for my classes, I felt ethically and morally compelled to use them instead of more expensive options.
What was the transition process like?
Like changing any class, there is a modest investment up front that typically pays big dividends in the long run.
What has been the student reaction to the switch to OER?
They love not having to break the bank to take my class.
What advice would you give to faculty who are interested in OER?
Just check it out. You will probably be surprised at what an easy and rewarding transition it can be.
940-898-2319 | chart2@twu.edu | Office: Classroom Faculty Office Building - 704
About Me
Ph.D. Business Administration – Marketing from the University of North Texas Position: Assistant Professor of Marketing Courses that I teach: MKT 4353 International Marketing, MKT 5133 Marketing Management, MKT 4133 Promotion Strategy
What does open education resources (OER) mean to you?
As an educator, I see OER as a fundamental enabler in promoting equal access to education. It breaks down barriers enabling students from diverse backgrounds and regions to access high-quality educational materials without the burden of excessive costs.
What led to your decision to transition to OER in your courses?
The transition to OER was motivated by a genuine desire to support my students financially, foster inclusivity and diversity in education, offer up-to-date and relevant content, and provide a personalized learning experience.
What was the transition process like?
Initially, I began by familiarizing myself with the concept of OER and exploring the variety of openly licensed educational materials available online. It was incredible to discover the diverse range of content, from textbooks and lecture notes to multimedia resources. However, integrating OER seamlessly into my existing course structure required some effort and time, particularly in redesigning certain aspects of the course material to accommodate the new resources.
What has been the student reaction to the switch to OER?
I am currently in my first semester (Summer 5wk2) of transitioning to OER. As the semester is ongoing, I haven't had the opportunity to gather extensive feedback from students yet.
What advice would you give to faculty who are interested in OER?
My advice to faculty interested in OER is to start by exploring the available resources. Customize the materials to suit your teaching style, verify content quality, and communicate the benefits to students.
940-898-2103 | fmuniz1@twu.edu | Office: Classroom Faculty Office Building - 1011
Jennifer MilliganAbout Me
I have a BS in Communications, BS in Nursing and MSN in Nursing Education. I am currently an Associate Clinical Professor in the College of Nursing. I teach in N3813 Pharmacology and N4026 Critical Competency Integration. I use OER in N3813.
What does open education resources (OER) mean to you?
I love OER because I believe that so much of this information is consistent across textbooks and other resources (specifically pharmacology). Using OER allows students access to resources without significant financial impact.
What led to your decision to transition to OER in your courses?
I felt that there are more important resources that we ask our students to purchase. If I could find a way to deliver the same content at the same quality, while not asking the students to spend extra money, it was a win.
What was the transition process like?
It was relatively easy. I was able to find an online OER textbook that was consistent with the content I wanted my students to be accountable for. I also found a notes resource that mirrors the text that I am able to share with the students. I can now spend my time creating in-class activities that allow for the application of knowledge instead of preparation and organization of content.
What has been the student reaction to the switch to OER?
It has been varied. Some students still want a physical textbook and do not like it that they cannot have paper in front of them. Some students think that because it is 'free' it is of lesser quality.
What advice would you give to faculty who are interested in OER?
Review the content that you find, it may not be exactly what you are looking for or contain extraneous information that might not be what you want. If permissions are correct, modify them! Make them yours. Use your resources to help you to find what works for you.
214-689-6704 | jmilligan@twu.edu | Office 7808 - T. Boone Pickens Institute of Health Sciences-Dallas Center